Real Final Curriculum Guide 2017-2018staacademy.org/wp-content/uploads/2017/08/Curriculum... · 2019. 8. 21. · programs' curricula integrate ideas and content across disciplines

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CURRICULUM GUIDE 2017-2018

Prepare | Inspire | Empower

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Table of Contents

Board of Trustees .......................................................................................................................... 6History ............................................................................................................................................ 7Philosophy ...................................................................................................................................... 7Mission ........................................................................................................................................... 7School Vision .................................................................................................................................. 8School Colors ................................................................................................................................. 8School Mascot ................................................................................................................................ 8LOWER SCHOOL ....................................................................................................................... 9

EARLY CHILDHOOD EDUCATION ....................................................................................................................... 10Curriculum ................................................................................................................................................................... 10Voluntary Prekindergarten (VPK) Assessment ........................................................................................................... 11PreKindergarten-2 ........................................................................................................................................................ 11PreKindergarten-3 ........................................................................................................................................................ 12PreKindergarten-4 and ................................................................................................................................................. 13Voluntary Pre-Kindergarten ......................................................................................................................................... 13PRIMARY & ELEMENTARY ................................................................................................................................... 14Primary Courses ........................................................................................................................................................... 15Elementary Courses ..................................................................................................................................................... 18

UPPER SCHOOL ....................................................................................................................... 21MIDDLE SCHOOL ........................................................................................................................ 22

6th – 8th Grade ............................................................................................................................................................... 22Semester Grading Scale ............................................................................................................................................... 22

Middle School Courses ................................................................................................................... 236th Grade Core Content ................................................................................................................................................ 236th Grade Electives ....................................................................................................................................................... 247th Grade Core Content ............................................................................................................................................... 267th Grade Electives ....................................................................................................................................................... 278th Grade Core Content ................................................................................................................................................ 298th Grade Electives ....................................................................................................................................................... 30

Preparing for College ...................................................................................................................... 34Grade 9 ......................................................................................................................................................................... 34Assessment Plan: .......................................................................................................................................................... 34

Course Selection-Add/Drop ............................................................................................................ 37Class Rank-Weighted Grade Point Average ................................................................................................................ 37Semester Grading Scale ............................................................................................................................................... 37

GRADUATION REQUIREMENTS ............................................................................................. 38HIGH SCHOOL COURSE SELECTION FORM ....................................................................................................... 41Eligibility Criteria for Dual Enrollment: ...................................................................................................................... 42Preparation for National College Examinations .......................................................................................................... 44

....................................................................................................................................................... 46

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COURSE DESCRIPTIONS ....................................................................................................... 46CHRISTIAN EDUCATION ........................................................................................................... 46

Theology Curriculum ................................................................................................................................................... 46LANGUAGE ARTS ........................................................................................................................ 47MATHEMATICS ............................................................................................................................ 48SCIENCE ......................................................................................................................................... 50SOCIAL STUDIES ......................................................................................................................... 52Dual Enrollment: ......................................................................................................................... 55Leadership Series, Peer Counseling, and Community Service ............................................... 55WORLD LANGUAGES ................................................................................................................. 60MUSIC AND ARTS ........................................................................................................................ 61PHYSICAL EDUCATION ............................................................................................................. 62CULINARY ARTS .......................................................................................................................... 62Additional Coursework Available: ................................................................................................ 63BUSINESS & MARKETING ......................................................................................................... 63NON-DISCRIMINATION POLICY ......................................................................................... 63

Office St. Andrew's Episcopal Academy

210 S Indian River Drive Fort Pierce, FL 34950-4337

Phone 772-461-7689 Website: http://www.staacademy.org

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Suzanne D. Barry

Head of Schools/Head of Upper School Bachelor of Science in Environmental Science Master of Education, Educational Leadership

Mandy Doss Head of Lower School

Bachelor of Arts in Business Administration Minor in Marketing & Sales Management

Cheryl Horgan Head of Business & Support Services

Bachelor of Arts in Accounting

Rhonda Blakey Director of Community Relations and Fundraising

Jonathon Knecht Chief Technology Officer

Associates in Science in Information Technology

Angela Ramos Director of Admissions

Bachelor of Science in Early Childhood Education

Jeff Montpetit

Facilities Manager

Dawn Flynn Administrative Assistant

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Shea Lodes Athletic Director and Instructor

Bachelor of Arts in History

Francesca Graham Innovation and Accountability Coordinator

Bachelor of Arts in Events Management Master of Arts, Educational Leadership

Timothy Rutherford

Chaplain Bachelor of Arts in History Minor in Youth Ministry

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Board of Trustees

Executive Board

Michelle Lineal, Chair

William Stoddard, Vice Chair

Richard Stabile, Secretary

Susan Carver, Treasurer

Trustees Christina Fischer

Gregory Grudovich

Susan Hurly Simonson

Fr. Reid McCormick Rector

Gregory O. Brewer The Right Reverend Bishop of Central Florida

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St. Andrew’s Episcopal Church opened the school in the fall of 1970. Over the years, grade levels were added to the original school resulting in a Pre-K through grade 8 program of almost 40 years. In 2014, the Board of Trustees approved the opening of a high school, and in May 2015, St. Andrew’s Episcopal Academy graduated its first senior class! In 2015, with the support of Bishop of the Diocese of Central Florida, the school expanded through multiple blended online and partnership programs, to create a dynamic downtown school serving the needs of the families in our area. We welcome children from all walks of life, regardless of race, creed, color, ethnic origin, or gender to experience St. Andrew’s at anytime from anywhere!

The Academy is dedicated to the philosophy of academic excellence in a Christian environment for children from two years of age through grade twelve. In addition to emphasizing a college preparatory curriculum, essential skills, and experiential learning, faculty and staff employ a variety of teaching methods to foster a lifelong love of learning. The faculty and staff of St. Andrew's dedicate themselves to meeting the intellectual, spiritual moral, social, emotional and physical needs of each child in partnership with Academy families.

St. Andrew’s Episcopal Academy is committed to achieving the highest standards in education. Living the Episcopal School tradition, we emphasize a rigorous curriculum and develop students with a passion for lifelong learning and intellectual curiosity. Our students are immersed in an atmosphere of ethical behavior, social conscience, caring and integrity. We challenge the whole student – emotionally, intellectually, spiritually, socially and physically. Our graduates are prepared to lead lives that make a positive difference in their community and the world at large.

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School Vision To prepare all students for college and careers in a global economy, to inspire each one to make a difference, and to empower them to become leaders dedicated to the

betterment of mankind.

School Colors Blue and Green

School Mascot

The Lion

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LOWER SCHOOL

Early Childhood Education (PreK-2 through PreK-4)

Primary Program (Kindergarten through 2nd grade)

Elementary Program (3rd grade through 5th grade)

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EARLY CHILDHOOD EDUCATION St. Andrew’s Academy Early Childhood Education (ECE) Program is comprised of grades PreKindergarten-2 (PreK-2), PreKindergarten-3 (PreK-3), and PreKindergarten-4 (PreK-4). The goal of our ECE program is to engage children joyfully, physically and intellectually in meaningful learning experiences that help each child develop a positive self-image and instill a passion for lifelong learning. Learning reflects hands-on experiences where the children have the opportunity to be engaged in activities that are relevant and meaningful to them. Our ECE program looks at the whole child. It addresses key goals in all areas of child development – social/emotional, physical, cognitive, and language. Program Standards

Our ECE program strives to implement best practices in the classroom and follows the guidelines of the National Association for the Education of Young Children (NAEYC). NAEYC’s book Developmentally Appropriate Practices, 3rd edition identifies key components of quality early childhood programs and provides specific guidance for teachers. Developmentally appropriate practice means teaching in ways that meet children where they are and contribute to their optimal learning and development.

A well-planned program will encourage children to learn about the world around them. Our programs' curricula integrate ideas and content across disciplines and respect the different ways children learn. The curriculum is taught thematically. Connecting content areas (language arts, math, social studies, science, the arts) using a theme-based approach allows children to make meaningful connections in their learning.

Curriculum Our Early Childhood Academy Program uses The Creative Curriculum. Designed for children ages 2 to 5 years old, this meets all of the standards put forth for effective early childhood curricula by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). The Creative Curriculum is a comprehensive curriculum that guides teachers in designing a program in which children learn important skills and content, and develop social competence.

The Creative Curriculum shows teachers how to set up a classroom and structure a day, what types of experiences to provide for children, how to work with children at different developmental levels, and how to involve families in the program. It shows teachers how to guide learning in all content areas including literacy, math, science, social studies, the arts, and technology, while also supporting children’s social/emotional development.

The use of technology is integrated into every subject area. This infusion of online resources, apps, videos, games, tutorials, e-texts, and other digital curricular assets provides a wide range of supplemental engaging materials for each subject area.

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Voluntary Prekindergarten (VPK) Assessment The Florida Center for Reading Research has developed the Florida Voluntary Prekindergarten (VPK) Assessment, in collaboration with the Department of Education. The purpose of this assessment is to provide teachers with valid and reliable feedback regarding children's progress in attaining the skills in the Florida Early Learning and Developmental Standards for Four-Year-Olds, so that teachers may use this information to guide instructional decisions in the VPK classroom.

The VPK Assessment includes progress monitoring measures in the areas of Print Knowledge, Phonological Awareness, Mathematics, and Oral Language/Vocabulary that are aligned with the Standards for 4 Year-Olds

PreKindergarten-2 Two-year-olds are constantly in motion and use their natural curiosity for hands-on discovery. They need a rich learning environment that develops their cognitive skills and expands their vocabulary. By this stage in their development, routines and schedules become a big part of the child’s day which promotes stability and security.

Learning Centers are introduced in the 2-year old classroom and include: circle time, dramatic play, art center, blocks, fine motor skills, music, and book/literacy area. Every child will participate in activities that are socially, physically, intellectually and psychologically age appropriate. Children learn by doing and through exploration and play. Our skilled teachers are adept at turning play time into learning activities. New items are periodically introduced to facilitate a better understanding of the classroom’s weekly focus.

Extra-curricular activities include but are not limited to Christian Education, PE, Music, Art, Spanish, and Technology.

Program Features

• Low student to teacher ratio • Supportive, nurturing professional care in a Christian environment • Monthly thematic activities purposely fashioned to engage and focus on learning concepts

appropriate for this age group • Regular communication between teachers and parents to stay informed about your child’s day

Criteria to enter PreK-2 Program

1. Children must be 2 years old before September 1st of the year entering the program 2. All immunizations must be current

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PreKindergarten-3 Three-year-olds need integrated, hands-on learning experiences. Experimentation and exploration build higher-level thinking, language, math, social and motor skills. Children at this age love fun and challenging experiences. The PreK-3 teachers offer activities to creatively stimulate minds to the highest level possible by partnering with parents to provide a strong foundation in a loving, nurturing environment.

Our PreK-3 days are busy with circle time, centers, outdoor play, etc. The classrooms are set up to allow for individual exploration and learning. Learning environments such as: Reading/Listening Corner, Science Centers, Dramatic/Home Center, Block, Sand Play, Small Manipulatives, and Art Area. New items are periodically introduced to further their understanding of the coordinated weekly/ monthly theme.

Extra-curricular activities include but are not limited to Christian Education, PE, Music, Art, Spanish, and Technology.

Program Features

• Low student to teacher ratio • Care and education in a Christian environment • Thematic elements to enhance and encourage hands-on learning • Focus on channeling natural curiosity and developing academic skills • Regular communication between teachers and parents to stay informed about your child’s day


1. Preschoolers must be 3 years old before September 1st of the year entering the program 2. All immunizations must be current 3. Children must be completely, 100%, potty trained

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PreKindergarten-4 and

Voluntary Pre-Kindergarten Four-year-olds need to investigate new interests and experiences. At this age, children build a foundation for lifelong learning through play, exploration, trial and error, and gain independence and self-confidence with their growing abilities, while achieving readiness skills needed for kindergarten.

Our goal is to partner with parents to provide a strong foundation to preschoolers in a loving, nurturing environment that is filled with discovery and learning.

Phonics, reading readiness, math and language etc. are vital elements of the day’s agenda. Our skilled teachers outline key activities to maximize areas of interests in order to enhance the learning capabilities of each child. One of the objectives is to fine-tune skills needed to adapt to the Kindergarten setting. Some of which are: self-control, listening, following instructions and cooperation, etc.

Learning environments such as Math & Manipulatives, Reading/Listening Corner, Science Centers, Dramatic, Blocks, and Art Areas give each child a wide range of opportunities to choose from. A more academic focus with just the right balance of play, offers children first-rate preparations for Kindergarten.

Extracurricular activities include but are not limited to Christian Education, PE, Music, Art, Spanish, and Technology.

Program Features

• Low student to teacher ratio • A unique network of support, meeting the distinctive needs of each child in a Christian

environment • Thematic elements to enhance and maximize learning experiences • Focus on developing and fine-tuning readiness skills for Kindergarten • Regular communication between teachers and parents to stay informed about your child’s day


1. Preschoolers must be 4 years old, on or before September 1st of the year entering the program 2. All immunizations must be current

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PRIMARY & ELEMENTARY

Students at St. Andrew’s Episcopal Academy enter the primary grades for Kindergarten – 2nd and elementary grades during 3rd – 5th grade. Their development as lifelong learners begins with a solid foundation in reading, writing, math, science and social studies, presented within a stimulating and enriching classroom environment. Small classes enable teachers to reach out and get to know their students, developing the vital personal relationships that support their academic and social development. The Primary classrooms are designed so that the students have a homeroom teacher who is directly responsible for instruction in all of the major disciplines, while elective teachers provide instruction in the “specials”, areas such as art, music and physical education. The Elementary classrooms are structured so that the team of teachers covers the major disciplines, while each teacher teaches to their individual strengths. Not only does this allow the team to make better use of resources, it also prepares the students for transitioning into middle school where they will be expected to rotate through different classes each day. Curriculum

A broad and balanced curriculum is offered to educate students who will become open-minded, thoughtful, lifelong learners and who will develop the critical and creative thinking skills necessary to achieve success in an ever changing world. Our goal is to provide students with exceptional opportunities for academic development, intellectual growth, artistic and physical self-fulfillment, and moral awareness.

Our primary and elementary grades use HMH Journeys, HMH Go Math (K-2nd), McGraw-Hill My Math (3rd-5th) and HMH Science Fusion. The curriculum has been carefully designed to offer a progression of skill development, incorporating a range of teaching strategies and methods. Each quarter, students are assessed on a variety of skills that reflect the student's progress, noting areas of strength and weakness. In addition to parent-teacher conferences, teachers are readily available to meet with parents and students to provide updates on a student's progress.

The use of technology is integrated into every subject area. This infusion of online resources, apps, videos, games, tutorials, e-texts, and other digital curricular assets provides a wide range of supplemental engaging materials for each subject area.

Enrichment Courses include but are not limited to: Christian Education, PE, Music, Art, and Spanish.

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Assessment Plan: Kindergarten through 9th

Measures of Academic Progress (MAP Testing) is administered to students in grades Kindergarten-9th grade. NWEA is an achievement test in Mathematics and Reading that is taken on the computer, with just one question at a time displayed. The test automatically adjusts in difficulty, according to student performance on each question answered. This way each test is individualized for each student. SAEA participates in NWEA math, reading, language and science testing twice per year: fall and spring. Students can compare their scores to those of thousands of other students in the nation.

Teachers analyze test scores in order to:

*Plan instruction *Plan collaboration *Set growth targets for students *Monitor student progress *Assess student strengths and weaknesses With this information, our education team can plan for each child’s success.

Primary Courses Kindergarten Language Arts Kindergarten Language Arts emphasizes instruction in the areas of letter names, phonics, high-frequency words, oral vocabulary, vocabulary strategies, reading and listening comprehension, listening and speaking, grammar, and writing. The program provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as realistic fiction, poetry and lullabies, fantasy, fairy tales, fables, as well as, concept books and informational text. Kindergarten Mathematics Kindergarten Math provides the opportunity for lifelong learning skills for students by developing information and communication skills, higher-order thinking skills, problem solving skills, independent learning as well as providing real-world connections to mathematics. Critical areas of study found in this course cover Numbers and Operations as well as Measurement and Data, by representing, relating, and operating on whole numbers, initially with sets of objects. This course also includes a critical area of study in Geometry and Positions by describing shapes and space.

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Kindergarten Science Kindergarten Science promotes active learning through a blend of print, inquiry, and digital experiences. In this course, students will explore how we use our senses; the tools and skills scientists use; what are living things, like plants and animals; how they grow and change and what their habitats are like. The students will investigate day and night and the differences in the day and night sky. They will learn about weather and our seasons. Earth’s resources will be discussed and how we can conserve the natural resources. Students will learn how matter changes; answer the questions, what is sound, what is light, and what heat is; and investigate motion and which objects magnets attract. Kindergarten Social Studies Children who come to kindergarten may already have some space, time, and causal knowledge about their own world. During their school experience, they will expand these understandings, moving outward to learn about other people, places, and times, fording links with people from the past, both ordinary and extraordinary, is part of this exploratory process. Grade 1 Language Arts Grade 1 Language Arts emphasizes instruction in the areas of phonics, high-frequency words, reading comprehension, spelling, vocabulary strategies, grammar, and writing. The Language Arts program provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as poetry, realistic fiction, fantasy, fables, fairy tales, readers’ theater, as well as, informational text and biographies. Grade 1 Mathematics Grade 1 Math provides the opportunity for lifelong learning skills for students by developing information and communication skills, higher-order thinking skills, problem solving skills, independent learning as well as providing real-world connections to mathematics. Critical areas of study found in this course cover: Operations with Algebraic Thinking to develop an understanding of Addition and Subtraction within 20; Number and Operations in Base Ten to develop an understanding of whole number relationships and place value; Measurement and Data to develop an understanding of linear measurement and measuring lengths as iterating length units; Geometry, reasoning about attributes of, and composing and decomposing geometric shapes. First Grade starts the students on the right track to achieving core standards. Grade 1 Science Grade 1 Science promotes active learning through a blend of print, inquiry, and digital experiences. In this course, the students will explore how scientists work; the technology that is all around us; animals, plants, and the environments in which they live; Earth’s resources; weather and seasons, objects in the sky; solids, liquids, and gases; and forces and energy.

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Grade 1 Social Studies Grade 1 Social Studies starts first grade students on the right track in achieving the common core standards. First grade students explore the concepts of geographical location, physical characteristics of geography, and the effects of geography on the people who live in varied areas. Through comparisons of everyday life in different times and places, students learn that certain aspects of people, places and things stay the same over time, while others change. Grade 2 Language Arts Grade 2 Language Arts emphasizes instruction in the areas of reading comprehension, phonics, spelling vocabulary strategies, grammar, and writing. The curriculum provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as realistic fiction, humorous fiction, plays, fables, folktales, poetry, as well as, informational text and biographies. Grade 2 Mathematics Grade 2 Math provides the opportunity for lifelong learning skills for students by developing information and communication skills, higher-order thinking skills, problem-solving skills, independent learning as well as providing real-world connections to mathematics. Critical areas of study found in this course cover: Number Sense and Place Value to extend understanding of base-ten notation; Building fluency with Addition and Subtraction; Measurement and Data, using standard units of measure. Grade 2 Science Grade 2 Science curriculum promotes active learning through a blend of print, inquiry, and digital experiences. In this course, the students will learn that scientists ask questions about the world around them and find answers through many methods of investigation; will learn how technology affects our everyday life and can affect the environment around us. Students will study the many kinds of animals, the environments in which they live, and their needs to live and grow. They will learn how fossils help us in identifying animals that lived long ago. The students will study plants and their parts. They will investigate the Earth’s resources like rock, plants, and water and the changes that can occur to the Earth’s surface. Students will measure and track weather and study the changes that occur day to day and from season to season. Students will learn about our solar system. The properties of matter are explored. They will investigate heat, light, and sound as forms of energy, and magnets. Grade 2 Social Studies Grade 2 Social Studies curriculum explores the people who lived in a different time or place. This year the student will be learning about how families have changed over time and meet special people who we remember for the important work they have done. Students will see where people live and how they use the land around them.

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Elementary Courses

Grade 3 Language Arts Grade 3 Language Arts curriculum emphasizes instruction in the areas of reading comprehension, phonics, spelling, vocabulary strategies, grammar, and writing. The reading program provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as humorous fiction, realistic fiction, fantasy, legends, historical fiction, readers’ theater as well as biographies and informational text throughout this course, connections are made to the disciplines of science, social studies, and poetry. Grade 3 Mathematics Grade 3 Math provides the opportunity for lifelong learning skills for students by developing information and communication skills, higher-order thinking skills, problem-solving skills, independent learning as well as providing real-world connections to mathematics. Critical areas of study found in this course cover: Whole Number Operations, including multiplication and division within 100; Fractions, highlighting unit fractions; Measurement, developing understanding of the structure of rectangular arrays and of area; Geometry, describing and analyzing two-dimensional shapes. Grade 3 Science Grade 3 Science curriculum promotes active learning through a blend of print, inquiry, and digital experiences. In this course, the students will explore how scientists raise questions about Earth and the universe and seek answers by careful investigation; how technology is all around us and how the design process is used to develop new types of technology to meet people’s needs. Students will learn about the cycle of growth and adaptations for survival. They will study how all living, once-living, and nonliving things interact in an ecosystem; how living things use Earth’s resources to meet their needs. They will explore the importance of water and the sun as an energy source for the water cycle and weather. They will discover that matter has properties that can be observed, described, and measured. Grade 3 Social Studies Grade 3 Social Studies curriculum explore different communities. Students will find out about what it was like to live in a different time and meet people from communities in other states and countries. Students will visit many places to find out how people in different communities live.

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Grade 4 Language Arts Grade 4 Language Arts emphasizes instruction in the areas of reading comprehension, decoding, spelling, vocabulary strategies, grammar, and writing. The curriculum provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as humorous fiction, realistic fiction, historical fiction, science fiction, as well as narrative nonfiction, biographies, informational text, and persuasive text. Throughout this course, connections are made to the disciplines of science, social studies, and poetry. Grade 4 Mathematics Grade 4 Math provides the opportunity for lifelong learning skills for students by developing information and communication skills, higher-order thinking skills, problem-solving skills, independent learning as well as providing real-world connections to mathematics. Critical areas of study found in this course cover: Place Value and Operations with Whole Numbers to develop understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; Fractions and Decimals to develop an understanding of fraction and decimal equivalence, addition and subtraction of fractions with like denominators; and multiplication of fractions by whole numbers; Geometry, Measurement, and Data, to include a growing understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Grade 4 Science Grade 4 Science curriculum promotes active learning through a blend of print, inquiry, and digital experiences. In this course, the students will explore how scientists answer questions about the world around us by carrying out careful investigations; and how engineers use a process to design products and processes that solve human problems. Students will learn how living things adapt for survival in their environment; and how both living and nonliving parts of an ecosystem impact one another. Students will study weather and how it is influenced by the movement of the water cycle. Students will explore objects in space including Earth and its moon. They will investigate the properties of matter and the physical and chemical changes it can undergo. Students will learn about energy, electricity, and motion. Grade 4 Social Studies Students will study the geography of the United States. Geography is the study of the Earth’s surface and the ways people use it. Students will learn about history, economics, government, and culture and how areas change over time. Students will find out how people change the places they live and how they are changed by these places.

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Grade 5 Language Arts Grade 5 Language Arts curriculum emphasizes instruction in the areas of reading comprehension, decoding, spelling, vocabulary strategies, grammar, and writing. This curriculum provides ample practice and application of these skills using a variety of resources and activities. Reading selections include genres such as humorous fiction, realistic fiction, historical fiction, science fiction, as well as narrative nonfiction, biographies, informational text, and persuasive text. Throughout this course, connections are made to the disciplines of science, social studies, and poetry. Grade 5 Mathematics Grade 5 Math develops the students’ higher-order thinking and provides explicit in-depth instruction in fundamental mathematical concepts, such as place value and the interrelatedness of operations, and in skills such as algorithms and data analysis. Attention is also focused on helping students become fluent in math vocabulary, and throughout the program students are encouraged to reflect on mathematical processes and patterns. This course uses varied approaches to problem-solving strategies to help students build a true concept of what mathematics is and what it means to “do” math. Grade 5 Science Grade 5 Science curriculum promotes active learning through a blend of print, inquiry, and digital experiences. In this course, the students will explore how scientists work, the engineering process, cells to body systems, how living things grow and reproduce, ecosystems, energy, natural resources, changes to Earth’s surface, the rock cycle, fossils, Earth’s oceans, the solar system and the universe, matter, light and sound, and forces and motion. Grade 5 Social Studies Students will learn how the United States of America came to be and how its past affects them today. Students will discover what it was like to live during the time when important events in our nation took place and learn about people who took part in those events and about the place where each event happened.

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UPPER SCHOOL

Middle School (6th – 8th Grade)

High School

(9th – 12th Grade)

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MIDDLE SCHOOL

6th – 8th Grade Middle school is designed to allow advanced level students to accelerate at a pace which prepares them academically for taking Honors, Dual Enrollment, Advanced Placement, or other college preparatory work upon entering high school. Some middle school students receive high school credits in advance of entering the high school program. It is also a time when students who need additional academic preparation prior to taking high school courses will receive reading and math support. Each student will have an individual academic plan designed to optimize his or her opportunities for success at the upper school level.

Middle school teachers use many resources to enhance the blended classroom experience. The use of technology is integrated into every subject area. This infusion of online resources, apps, videos, games, tutorials, e-texts, and other digital curricular assets provides a wide range of supplemental engaging materials for each subject area. In addition, students may elect to expand curricular choices through the use of online classes.

Assessment Plan: (Kindergarten-High School)

Measures of Academic Progress (MAP Testing) is administered to students in grades Kindergarten-High School. NWEA is an achievement test in Mathematics and Reading that is taken on the computer, with just one question at a time displayed. The test automatically adjusts in difficulty, according to student performance on each question answered. This way each test is individualized for each student. SAEA participates in NWEA math, reading, language and science testing twice per year: fall and spring. Students can compare their scores to those of thousands of other students in the nation.

Teachers can analyze test scores in order to: *Plan instruction *Plan collaboration *Set growth targets for students *Monitor student progress *Assess student strengths and weaknesses With this information, our education team can plan for each child’s success.

Semester Grading Scale All Middle School Courses will be calculated on a semester basis: Quarter 1 Quarter 2 Semester Exam Semester Grade 45% 45% 10%

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Middle School Courses

6th Grade Core Content Grade 6 M/J Language Arts & Reading The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content should include, but not be limited to the following: using the reading process to construct meaning from a wide range of literary, informational, and technical texts; using the writing process to communicate information and ideas; using listening, viewing, and speaking strategies; understanding the power of language and using language in authentic contexts; and understanding the common features of a variety of literary forms. Sixth grade Reading focuses on world literature, reading skills, poetry, composition, grammar concepts, vocabulary study, and research skills. This course emphasizes the practice of comprehensive study of reading skills, vocabulary, grammar for writing, and writing. Students use writing, vocabulary, and research skills in their study of other disciplines such as science, math and social studies; these skills are reinforced through this literature course. Grade 6 M/J Mathematics The sixth grade Math curriculum is designed for students to master whole number concepts, operations, and problem solving. Throughout the course students will master the four arithmetic operations with whole numbers, positive fractions, positive decimals, and positive and negative integers. Students conceptually understand and work with ratios and proportions as well as percentages. Students will then apply their knowledge to statistics and probability. Students should develop a working understanding of the concepts of mean, median, and mode of data sets and how to calculate the range. They will apply their knowledge to analyze data and sampling processes for possible bias and misleading conclusions. They use addition and multiplication of fractions routinely to calculate the probabilities for compound events. Geometry, measurement, an introduction to equations is covered, as well as an introduction to Algebra, including solving 1-step linear equations. Grade 6 M/J STEM Astronomy and Space Science This course is an integrated Science, Technology, Engineering and Mathematics (STEM) course for middle school students. This includes an integration of standards from science, mathematics, and english/language arts (ELA) through the application to STEM problem solving using physical science knowledge and science and engineering practices. Physical sciences through applications such as aeronautics, robotics, rocketry, mechanical, electrical, and civil engineering, are emphasized in this course. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by other using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a

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growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC, 2006, p. 77; NSTA, 2007). This course enables students to develop an understanding of the natural and man-made environment and the environmental problems the world faces. Students explore ecological concepts through an inquiry approach. Embedded standards for Inquiry and Technology & Engineering are taught in the context of the content standards for Individuals, Populations, Communities, Ecosystems, Biomes, Humans and Sustainability. Grade 6 M/J Advanced World History Throughout our planet only one species of human can be found, but a cornucopia of cultures & ideas has always existed within our one race. World History is a course that explores the various beliefs, technologies, ideas, and accomplishments achieved by people all over the globe and across time. During this course students will learn the fundamental struggles experienced by early cultural groups in order to appreciate the accomplishments of the past to which we stand on today. Students will learn the concept of progression and culture transmission & how people, technology, ideas, and beliefs have migrated from specific regions to encompass the globe.

6th Grade Electives

Grade 6 M/J Chorus 1 Students with little or no choral experience develop beginning vocal technique and skills, critical and creative thinking skills, and an appreciation of music from around the world and through time. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Grade 6 M/J Orchestra 1 Students who have little or no experience on violin, viola, cello, bass, or harp explore high-quality music literature written or transcribed for string orchestra. Study includes the development of foundational instrumental ensemble techniques, performance skills, music literacy, and aesthetic awareness. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source. Grade 6 M/J Digital Art & Design 1 Students explore the fundamental concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials. Grade 6 M/J Library Skills/Information Literacy This course covers the basics of information literacy utilizing the Florida FINDS (Focus, Investigate, Note, Develop, Score) research model. Search strategies, database and website evaluation, note

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taking and organization, citation formats in MLA (Modern Language Association) and APA (American Psychological Association), creation of presentation products (including the utilization of various software programs for the production of multimedia), and an understanding of the meta-cognitive reflection process are an integral part of this course. Grade 6 M/J Theater 1 Students learn the basics of building a character through such activities as pantomime, improvisation, and effective speaking using articulation, projection, and breathing. Students also learn the importance of technical theater and explore the use of such elements as costumes, props, and scenery. Students practice writing for the theater and explore various theater roles and functions. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Grade 6 M/J Research 1 The purpose of this course is to enable students to develop basic knowledge and skills in the research process with emphasis on determining and refining research questions. This content includes, but is not limited to, the following:

-research process, topics, questions and hypotheses -definition, analysis, and evaluation of research questions -review of literature and other resources - critical analysis of research and formulation of hypotheses -report formats, styles, and content -directed investigations and a major research project, preferably cross-disciplinary

Grade 6 M/J Advanced World Languages- Spanish This is the beginning level of a three-year progression, which introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course. Grade 6 M/J Fitness This fitness course is designed for 6th grade students and intended to be 18 weeks in length. The purpose of this course is to provide students with the knowledge, skills, and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill-related components of physical fitness which are critical for students' success. Grade 6 M/J Personal, Career, and School Development I This course is designed to positively help influence student exposure to societal, economic, and technological changes in employment trends and future training. Develop skills to locate, evaluate, and interpret career information. Identify and demonstrate processes for making short and long term goals. Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. Understand the relationship between educational achievement and career choices/postsecondary options. Identify a career cluster and related pathways through an interest assessment that match career and education goals. Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. Demonstrate knowledge of technology and its application in career fields/clusters.

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The content should include, but not be limited to, the following:

• knowledge of self and others • development of positive attitudes • family relationships • peer pressure • individual responsibility • goal setting • time management • decision making • problem solving • leadership skills • life management skills • employability skills • career planning

7th Grade Core Content Grade 7 M/J Advanced Language Arts & Advanced Literature Seventh grade literature focuses on World Literature, reading skills, poetry, composition, grammar concepts, vocabulary study, and research skills. This course emphasizes the practice of comprehensive study of reading skills, vocabulary, grammar for writing, and writing. Students use writing, vocabulary, and research skills in their study of other disciplines such as science, math and social studies; these skills are reinforced through this literature course. Grade 7 M/J Advanced Mathematics The 7th grade Math course is designed to build on the foundations from the 6th Grade course as well as introducing the students to some foundational concepts of Pre-Algebra. The curriculum spans a wide range of proficiencies which include measurement, Geometry, formulas, percentages, probability, integers, and number theory. Review of basic operations with decimals and fractions is incorporated throughout the year and problem solving is emphasized. This course prepares the students for 8th grade Algebra. Grade 7 M/J STEM Life Science This course is an integrated Science, Technology, Engineering and Mathematics (STEM) course for middle school students. This includes an integration of standards from science, mathematics, and english language arts (ELA) through the application to STEM problem solving using life science knowledge and science and engineering practices. Life science through applications such as biotechnology and biomedical engineering, are emphasized in this course. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to

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make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007). This course explores the origins and the connections between the physical, chemical, and biological processes that govern the earth system. Students explore the physical aspects of earth processes and cycles through open-ended field and laboratory investigations. Understanding the importance of these processes and how they influence humankind enables students to make sound decisions about both their community and the earth’s global environment. Embedded standards for Inquiry and Technology & Engineering are taught in the context of the content standards for Maps, Matter and Minerals, Rocks and the Rock Cycle, Geologic History, Plate Tectonics, and Landforms. Grade 7 M/J Advanced World Cultures/Geography Geography is a course designed to not only transmit basic knowledge of the physical world in which we live, but to understand how the physical world has affected the various peoples found throughout our planet. Within this class students will learn key issues to human development such as, the importance of river & water systems, geographical barriers, & climate as it has applied to human/cultural development. Students should gain an appreciation and understanding for the adaptability and creativity that cultures throughout history have displayed in exploring our world.

7th Grade Electives

Grade 7 M/J Chorus 2 Students build on previous choral experience to expand vocal, technical, musical, and ensemble skills through rehearsal, performance, and study of high-quality choral literature. Singers focus on increasing knowledge of music theory, music literacy, and aesthetic response. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Grade 7 M/J Orchestra 2 Students who have some previous orchestral experience focus on the development of instrumental technique, musical literacy, performance skills, and increasing aesthetic awareness through study, rehearsal, and performance of a variety of high-quality orchestra literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source. Grade 7 M/J Digital Art & Design 2 Students develop and refine concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials. Grade 7 M/J Library Skills/Information Literacy This course covers the basics of information literacy utilizing the Florida FINDS (Focus, Investigate, Note, Develop, Score) research model. Search strategies, database and website evaluation, note

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taking and organization, citation formats in MLA (Modern Language Association) and APA (American Psychological Association), creation of presentation products (including the utilization of various software programs for the production of multimedia), and an understanding of the meta-cognitive reflection process are an integral part of this course. Grade 7 M/J Theater 2 Students with previous theater experience and instruction continue to study acting, design, and dramatic literature to increase the enjoyment and understanding of what is required to prepare plays for the public. Students explore theater history, study the great American playwrights, examine the cultural and historical contributions to theater, and begin to use the information to inform and improve their theater knowledge and skills. Students begin to use the basic elements of theater design through practical application and projects. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Grade 7 M/J Personal, Career, and School Development II This course is designed to positively help influence student exposure to societal, economic, and technological changes in employment trends and future training. Develop skills to locate, evaluate, and interpret career information. Identify and demonstrate processes for making short and long term goals. Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. Understand the relationship between educational achievement and career choices/postsecondary options. Identify a career cluster and related pathways through an interest assessment that match career and education goals. Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. Demonstrate knowledge of technology and its application in career fields/clusters. The content should include, but not be limited to, the following:


Grade 7 M/J Research 2 The purpose of this course is to enable students to develop proficient knowledge and skills in the research process with emphasis on appropriate research design. The content should include, but not be limited to, the following:

• research process • experimental, descriptive, and historical research • legal and ethical issues in research-research questions and hypotheses • review of literature and other resources-report formats, styles, and content-investigations

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• critical analysis of research • a major research project, preferably cross-disciplinary

Grade 7 M/J Advanced World Languages- Spanish This is the second level of a three-year progression, which introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course. Grade 7 M/J Outdoor Pursuits/Aquatics This course is designed for 7th grade students. The purpose of this course is to provide the skills, knowledge, and motivation necessary for participation in non-traditional forms of physical activity. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a physically active lifestyle.

8th Grade Core Content

Grade 8 M/J Advanced Language Arts & Advanced Literature The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content should include, but not be limited to the following: using the reading process to construct meaning from a wide range of literary, informational, and technical texts; using the writing process to communicate information and ideas; using listening, viewing, and speaking strategies; understanding the power of language and using language in authentic contexts; and understanding the common features of a variety of literary forms. Eighth grade literature focuses on World Literature, reading skills, poetry, composition, grammar concepts, vocabulary study, and research skills. This course emphasizes the practice of comprehensive study of reading skills, vocabulary, grammar for writing, and writing. Students use writing, vocabulary, and research skills in their study of other disciplines such as science, math and social studies; these skills are reinforced through this literature course. Grade 8 M/J Advanced Mathematics Grade 8 Mathematics is the last in a 3 class series preparing students for entry into High School Algebra. This course continues the study of whole numbers, fractions, decimals, and percentages helping students make the transition from arithmetic to Algebra. Students are introduced to integers, solving equations, and the basics of Algebra early in the course. Problem solving, applications, and communication are integrated throughout the course. Students in grade eight mathematics will continue to extend and build upon their foundation of basic understandings of numbers, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; Geometry and spatial reasoning; measurement, probability and statistics, and problem-solving. Grade 8 M/J Algebra 1 Honors (HS Credit) The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

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• Relationships Between Quantities and Reasoning with Equations • Linear and Exponential Relationships • Descriptive Statistics • Expressions and Equations • Quadratic Functions and Modeling

Grade 8 M/J STEM Environmental This course is an integrated Science, Technology, Engineering and Mathematics (STEM) course for middle school students. This includes an integration of standards from science, mathematics, and english/language arts (ELA) through the application to STEM problem solving using physical science knowledge and science and engineering practices. Physical sciences through applications such as aeronautics, robotics, rocketry, mechanical, electrical, and civil engineering, are emphasized in this course. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by other using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC, 2006, p. 77; NSTA, 2007). This course examines the interactions between matter and energy. Students explore physics concepts through an inquiry-based approach. Embedded standards for Inquiry, Technology & Engineering, and Mathematics are taught in the context of the content standards for Mechanics, Thermodynamics, Waves and Optic, Electricity and Magnetism, and Nuclear Science. Grade 8 M/J Advanced U.S. History American History is a course that introduces students to the role the United States has played throughout our modern and post-modern world. Within this course, students will learn to take the basic knowledge acquired in earlier social studies classes and apply them to a narrow historical subject area in order to appreciate & understand the complexity of being a part of our modern and varied society. Ethnic diversity, economic issues, political developments, cultural tensions, diplomatic interactions, religion, war, and social change are some of the main themes that will be covered and analyzed within this course.

8th Grade Electives

Grade 8 M/J Chorus 3 Students with previous choral experience build intermediate-level knowledge of vocal technique, musical literacy, ensemble skills, and related musical knowledge through rehearsal, performance, and study of a variety of high-quality 2-, 3-, and 4-part choral literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

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Grade 8 M/J Orchestra 3 Students with previous orchestral experience demonstrate intermediate-level knowledge of instrumental techniques, musical literacy, ensemble performance skills, and related musical knowledge through study, rehearsal, and performance of a variety of high-quality orchestral literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source. Grade 8 M/J Digital Art & Design 3 Students become proficient in, and refine, their use of concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Students' increasingly independent approach to their work promotes risk-taking in the completion of conceptually based, self-directed work. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials. Grade 8 M/J Library Skills/Information Literacy This course covers the basics of information literacy utilizing the Florida FINDS (Focus, Investigate, Note, Develop, Score) research model. Search strategies, database and website evaluation, note taking (Cornell) and organization, citation formats in MLA (Modern Language Association) and APA (American Psychological Association), creation of presentation products (including the utilization of various software programs for the production of multimedia), and an understanding of the meta-cognitive reflection process are an integral part of this course. Grade 8 M/J Theater 3 Students continue to build skills and knowledge as they explore aspects of theater. Students explore theater history, study the great American playwrights, examine the cultural and historical contributions to theater, and improve their theater knowledge and skills. Students learn about and begin to use the basic elements of theater design through practical application and projects. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Grade 8 M/J Personal, Career, and School Development III This course is designed to positively help influence student exposure to societal, economic, and technological changes in employment trends and future training. Develop skills to locate, evaluate, and interpret career information. Identify and demonstrate processes for making short and long term goals. Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. Understand the relationship between educational achievement and career choices/postsecondary options. Identify a career cluster and related pathways through an interest assessment that match career and education goals. Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. Demonstrate knowledge of technology and its application in career fields/clusters.

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The content should include, but not be limited to, the following:


Grade 8 M/J Research 3 The purpose of this course is to enable students to develop advanced knowledge and skills in the research process with emphasis on data collection and analysis. The content should include, but not be limited to, the following:

• research process • research questions and hypotheses • review of literature and other resources • legal and ethical issues in research • research design • data collection, analysis, and statistics • interpretation of results • application of findings • report formats, styles, and content • investigations • critical analysis of research • a major research project, preferably cross-curricular

Grade 8 M/J Advanced World Languages- Spanish This is the final level of a three-year progression, which introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course. Grade 8 M/J Comprehensive Physical Education This course is designed for 8th grade students. The purpose of this course is to build on previously acquired knowledge, skills, and values necessary for the implementation and maintenance of a physically active lifestyle. The course content provides exposure to a variety of movement opportunities and experiences which include, but is not limited to: Outdoor Pursuits/Aquatics, Individual/Dual Sports and Alternative/Extreme Sports. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.

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HIGH SCHOOL

9th – 12th Grade

34

Preparing for College

Grade Level Reminders

Florida Shines: https://www.floridashines.org Bright Futures: http://www.floridastudentfinancialaid.org/SSFAD/bf State University System of Florida: http://www.flbog.edu/forstudents/planning

Grade 9 Take schoolwork seriously because 9

th grade counts toward Bright Futures Scholarships.

• Take college prep courses. • Begin and continue building your personal resume and e-portfolio. Include any school, religious

organization or community activities you join as well as any awards or honor’s you receive. • Complete your 4-Year Plan with your Class Advisor. • Begin looking at colleges in general, vocational tech schools, or the military according to your

long-range goals. • Plan to take computer and/or technology classes early in high school. With today’s technology

focus, these skills are extremely important for all students! • Get involved in quality activities. • Start a file on colleges and college materials.

Assessment Plan: Measures of Academic Progress (MAP Testing) is administered to students in grades Kindergarten-High School. NWEA is an achievement test in Mathematics and Reading that is taken on the computer, with just one question at a time displayed. The test automatically adjusts in difficulty, according to student performance on each question answered. This way each test is individualized for each student. SAEA participates in NWEA math, reading, language and science testing twice per year: fall and spring. Students can compare their scores to those of thousands of other students in the nation.

Teachers can analyze test scores in order to: *Plan instruction *Plan collaboration *Set growth targets for students *Monitor student progress *Assess student strengths and weaknesses

With this information, our education team can design personal learning plans for each student.

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Grade 10 • Take the PSAT which is given once a year in October. The PSAT gives you good practice for

standardized testing for college entrance. Learn ways to improve your scores. • Attend the local College and Career Night. Numerous colleges, universities, and businesses allow

you to browse and ask questions as well as collect brochures and materials about their organizations.

• Meet with your class advisor to review your 4-Year Plan and make any adjustments to your courses for the future. Discuss careers you are interested in. Discuss your eligibility for honors and dual enrollment based on your success last year and this year.

• Go online to www.facts.org and take Choices Explorer. Discuss your results with your Class Advisor. Review your profile for Bright Futures.

• Begin planning for college visits with your family. A good time for a visit is during summer vacations. See the campus in person and visit with college students as well as admission representatives.

• Consult SAT preparation software, books or tutorial classes to become comfortable with the types of questions on the test and how to work with time limits.

• Continue to add materials to your college file, resume and e-portfolio. Grade 11 • Take the PSAT. This year it will count for qualifying for the National Merit Scholarship. Check

off the box that allows your profile to be sent to interested colleges. • Attend the local College and Career Night, this time armed with specific questions about degree

programs, admissions procedures, financial aid, and campus life. Add material to your college file, resume and e-portfolio.

• Meet with your class advisor to review your 4-Year Plan and make any adjustments to your courses for the future. Discuss careers you are interested in. Discuss your eligibility for honors and dual enrollment based on your success last year and this year.

• Go online to www.facts.org and take Choices Explorer. Discuss your results with your Class Advisor. Review your profile for Bright Futures.

• Plan when you want to take both the SAT and ACT. Depending on your test taking strengths/weaknesses, you may want to take them in the fall as well as again in the spring. Colleges will always take your best subset on each test to use for admission purposes. Plan to take the SAT-II Subject Test(s) after completing specific advanced course work (if needed for college.)

• Continue updating your resume and e-portfolio. Add in other clubs, leadership positions, and activities you are involved with.

• If interested in athletic scholarships, contact the athletic department at the college of your choice. • Research scholarship and financial aid directories in preparation for next year. You may also go

online and research scholarships at www.fastweb.com and www.collegeboard.com for scholarship and financial aid information.

• Spend spring break visiting college campuses. Check on schools of various sizes and locations, both in and out of state. Take pictures while you are there.

Get a head start on writing your college essays. They often take a lot more time than students think, so don’t wait until the hectic senior year. Finalize them in senior year.

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Grade 12 • Prepare college application packages. Review deadlines and requirements. Line up letters of

recommendations early. Give teachers, employers, or other adults at least two weeks to complete the recommendation forms. Include a stamped, addressed envelope with each letter request.

• Meet with your Class Advisor for your schedule and senior credit check interview. • Go online to www.facts.org and take Choices Explorer. Discuss your results with your Class

Advisor. Review your profile for Bright Futures. • Finalize your resume and e-portfolio. • Complete college applications online or turn completed paper applications in to your Counselor.

Try to have them all finished by the end of October, especially for schools that admit on rolling decisions. Let your counselor know when you hear anything back from your colleges on admission.

• Take or retake the SAT/ACT if needed for admission scores or scholarship cut off scores. • In October, pick up your local scholarship book from the office . Attend the training session on

how to complete applications appropriately. Watch the deadline! • Visit college campuses for final decisions. Attend classes if possible and see the dorms. Talk to

students attending the colleges you visit. • Apply for Bright Futures Scholarships after December 1

st through www.facts.org or

www.FloridaStudentFinancialAid.org • In October, pick up the FAFSA (Free Application for Federal Student Aid) form from the office.

Have your parents begin filling it out. Tax forms need to be filled out early. File the FAFSA as soon as possible. You may also go online to complete the application at www.fafsa.ed.gov

• Have parents attend the spring Financial Aid Workshop at your high school for help in filing for financial aid.

• Take SAT II Subject Tests if needed for your colleges. • Provide office with requests for mid-year senior grades, if required by a college or university. • Wait for college admission decision and financial aid award letters. • Make your final college decision and inform administration based on the college best suited for

your personal academic goals and financial needs. • Send housing application deposit for selected college. • Notify all colleges immediately when you make a decision. This frees up places for other

students. • Stay in touch with your high school as an alumni. • Send thank you notes or letters to anyone assisting you during the admissions process.

Major Area of Interest Three (3) additional elective credits selected by the student in an area of interest. Courses may be in a specific academic content area, career, technical program, or fine and performing arts. *Students may revise major areas of interest each year as part of the annual course registration process and should update their personal education plans to reflect such revisions.

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Course Selection-Add/Drop Students will complete course selection with administration. Once registered, students may change their registration/course selection (add/drop) two weeks before the start of each semester. At the start of each semester students may add and/or withdrawal from a course without academic record within the first two weeks of classes (10 school days). This applies to any/all courses given credit through St. Andrew’s Episcopal Academy. Core content classes taught on campus will drive student schedules.

Adding/Dropping Classes:

1. Consult with content classroom teacher. 2. Parent/Student contact content teacher. 3. Complete paperwork- parent signature required within the proper timeframe (10 days

from the start of semester).

Class Rank-Weighted Grade Point Average

Class rank is determined by a weighted grade point average.

Letter Grade Quality Points for Dual Enrollment Quality Points for Honors

Quality Points for Regular

A 5.0 4.5 4.0 B 4.0 3.5 3.0 C 3.0 2.5 2.0 D 2.0 1.5 1.0 F 0.0 0.0 0.0

Semester Grading Scale

All High School Courses will be calculated on a semester basis: Quarter 1 Quarter 2 Semester Exam Semester Grade 40% 40% 20%

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Forgiveness Policy If a student “retakes” a class to replace a grade of “D” or “F” students do not receive credit for the repeated class. This policy is limited to replacing a grade of “D” or “F,” or the equivalent of a grade of “D” or “F,” with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same or comparable course. Forgiveness policies for elective courses shall be limited to replacing a grade of “D” or “F,” or the equivalent of a grade of “D” or “F,” with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in another course. In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade point average and students will only receive credit for the course one time. Any failing course grade not replaced shall be included in the calculation of the cumulative grade point average required for graduation. Note: * Even though a grade of F or D may be replaced by a higher grade for purposes of awarding credit and grade point average, the original grade will remain on the transcripts showing no credit earned or calculated.

GRADUATION REQUIREMENTS SAEA offers a rigorous college preparatory program. In order to graduate, students must earn 24* credits as prescribed in the course selection guide. Students must be enrolled a minimum of two semesters and have a minimum of 2.0 overall unweighted cumulative GPA in order to be eligible to receive a SAEA diploma.

St. Andrew’s Episcopal Academy College Preparatory Program Requirements: Four Credits in English Language Arts Four Credits in Mathematics (including Algebra 1 and Geometry) Three Credits in Science, 2 with Labs, (including Biology, recommend four) Four Credits in Social Studies (recommend four) Two Credits in World Languages, sequential, in the same content, (recommend four)

Remaining Credits in Electives:

Physical Education/Health (1 credit) Art (Fine, Performing, Speech, Debate or Practical -1credit) Theology (Each full year counts as 0.5 Credit) Leadership (Four series class) At least one course taken online per year (Elective or Core)

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FOUR-YEAR EDUCATIONAL PLAN WITH MAJOR S.T.E.A.M. AREAS OF INTEREST Last Name _____________________ First Name_____________________ Student ID#____________ MAJOR INTEREST(S)_________________________________________________________________ MINOR INTEREST(S)_________________________________________________________________

CURRICULAR EMPHASIS 4 Year College____ 2 Year College____ Career/Technical ___ Military ____ World of Work ___

Credits Required in Subject Area

9TH GRADE

SS

10TH GRADE

SS

11TH GRADE

SS 12TH GRADE

SS

4

English

English I Honors

English II Honors

English III Honors

English IV Honors

4

Mathematics

Geometry Honors

Algebra II Honors

Pre-Calculus Honors

3

Science

Biology Honors

Chemistry Honors

Science- Physics Honors

3

Social Studies

World Cult Geography

World History Honors

US History Honors

Economics (1/2) U.S. Government (1/2)

1

Physical Education/HOPE

1

Fine Arts

8

Electives (College Bound: 2 Credits of same world language required, additional Theology courses recommended beyond the required electives for graduation)

Major Area of Interest Course 1




Total 24

Testing

MAPP PSAT, SAT, ACT

PSAT, SAT, ACT,

SAT, ACT

_______GPA Requirements Met _______Testing _______Sports ______Extracurricular Activities _______College Time Line Bright Futures Scholarship________ Students applying to the Florida University system are strongly advised to take at least 18 credits in the following areas: English, Math, Science, Social Studies. If applying outside the State of Florida system, please make sure to verify admissions requirements on a regular basis. Student Signature:__________________________________ Date:____________ Parent Signature :______________________________________ Date :________________ Counselor Signature:________________________________ Date:_____________

It is the student’s responsibility to make sure that all graduation requirements are met, including earning 24 credits, passing the appropriate tests, earning a minimum GPA of 2.0, and other requirements as identified on Personal Academic Plan

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St. Andrew's Episcopal Academy

HIGHSCHOOLCOURSESELECTIONFORMStudentName:_____________________________________________

Language Arts Mathematics

Select (X) COURSE COURSE #

Credit Select (X) COURSE COURSE #

Credit

English I Honors 1001320 1 8th Algebra I Honors 1200320 1 English II Honors 1001350 1 Geometry Honors 1206320 1 English III Honors 1001380 1 Algebra II Honors 1200340 1 English IV Honors 1001410 1 Pre-Calculus Honors 1202340 1 Calculus Honors 1202300 1 Science Social Studies



Credit

Biology Honors 2000320 1 World Cultural Geography 2103300 1

Chemistry Honors 2003350 1 World History Honors 2109320 1

Physics Honors 2003390 1 US History Honors 2100320 1 Anatomy & Physiology Honors 2000360 1 Econ Fin Lit/US Gov’t Honors 2102345/2106320 .5/.5 Mar Sc / Env Sc / Eco/ Biotech 1

Religious Studies

World Language



Credit

OL Theology I w /seminar .5 Spanish I 0708340 1 OL Theology II w /seminar .5 Spanish II 0708350 1 OL Theology III w /seminar .5

OL Theology IV w /seminar .5

HOPE(1)/ Arts (1) Other Courses: Dual Enrollment (Replacement or Elective)



Credit

OL HOPE 1506320 1 Art:: 1 Leadership/ Electives


Credit

Leadership Skills Development 2400300 1 Leadership Techniques 2400310 1 Leadership Strategies 2400320 1 Approaches to Leadership 2400330 1

ClassAdvisorSignature:___________________________________Date:________________

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Eligibility Criteria for Dual Enrollment: All additional fees including textbooks, labs and activities are the responsibility of the student/parent.

St. Andrew’s Episcopal Academy:

Successful completion of 8th grade in all subjects. Grade point average - 3.0 (To be maintained each term.) Above average test scores (MAPP). Teacher recommendation(s) for specific content area. Follow school protocols for all forms and deadlines.

Freshman who are eligible may take one credit on St. Andrew’s campus. Sophomores who are eligible may take one class off campus per semester. Juniors who are eligible must take Theology and more than 50% of their core courses on St. Andrew’s campus. Have already completed specific (HOPE/Art/Electives) requirements for graduation. Seniors who are eligible must take Theology and at least one core course on campus.

*Any conflict between SAEA and Dual Enrollment requires a conference with Administration to determine an appropriate choice for the students personal learning plan. SAEA courses will take priority over Dual Enrollment. Indian River State College:

Student must be 16 years of age. Academic courses: (earn .04 weight factor when averaged in cumulative grade point average)

a. Grade point average of 3.0 b. Test scores:

i. SAT – 440+ verbal & 440+ math ii. ACT – Reading 18+, English 17+, Math 19+ iii. P.E.R.T. (Postsecondary Education Readiness Test) English 103 Reading 106

Math 114-122(Intermediate Algebra) Math 123 (College Algebra)

iv. College Placement Test (CPT) - Elementary Algebra 72+ Reading Comprehension 83+ Sentence Skills 83+

Class Advisor Recommendation. NOTE: Students must be aware that dual enrollment course work is college level work and the student is expected to be motivated, self-directed, and adept at time management. Completion of student success and orientation is the responsibility of the dual enrollment student. Students who withdraw from dual enrollment classes after the drop and add period will have an “F” posted on the high school academic transcript.

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Indian River State College (IRSC)

Dual enrollment courses are advanced courses for which students can receive high school and college credit if the student earns a grade of “C” or better. A three-credit college course is equivalent to 1.0 high school credit, except in cases designated by the state, which are equivalent to 0.5 high school credit. Please note that some universities do not regard a “C” in dual enrollment as academic success. A list of college courses eligible for dual enrollment is available at the Upper School. Dual Enrollment courses are available through a partnership with Indian River State College. When required to attend the college campus, students may be responsible for their own transportation to and from the course specific IRSC campus. Registration Procedures:

1. Student meets with high school counselor to verify eligibility for enrollment in a dual enrollment course.

2. Student completes a dual enrollment application for admission and has it signed by his/her parent and the high school principal/designee.

3. The application should be returned to IRSC and an appointment should be made to take the College Placement Test. A copy of the P.E.R.T. — Postsecondary Education Readiness Test scores must be submitted to the Guidance Counselor for verification of eligibility.

4. Student and class advisor select appropriate course(s) for enrollment. Students MUST successfully complete both courses: It is the student’s responsibility to follow all the procedures from IRSC including logging on to the IRSC email account separate from the students SAEA account. ORI0010 Dual Enrollment Orientation Dual Enrollment Orientation can also be taken online. The short orientation class will be available in Blackboard for you to complete. *All NEW Dual Enrollment students must complete SLS1101 Student Success during their first semester. SLS 1101 Student Success Lab fee $4. The course provides extensive instruction in study skills and strategies, helps students develop a positive attitude toward learning, and offers an orientation to the College.

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Preparation for National College Examinations

PSAT/MSQT-The Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test This 2 1/2 hour test offered once a year in October only. Scores range from 20-80 in each of three sections: critical reading and verbal reasoning, writing, and math problem-solving skills. Scores can be used to estimate potential SAT scores by adding a zero to each score, as in a PSAT math score of 56 could be estimated as a possible 560 on the SAT. All juniors intending to enroll in a four-year college or university should take this test. The test offers college-bound juniors a shorter, sample version of the SAT for practice. This test will highlight academic strengths and weaknesses early enough to allow the student to take extra test preparation in time for college applications during the senior year. This test is the qualifying test for the National Merit Scholarship Program and must be taken in the junior year by students hoping for this academic honor. SAT I - (Reasoning Test)-The Scholastic Assessment Test This 3 hour test measures verbal and mathematics reasoning ability and is offered seven times a year. Scores range from 200 to 800 in each of the three test areas, and the scores are added for a total score ranging from 600 to 2400. The score from one test date may be mixed with the score from another area taken on another date to count the student’s highest total critical reading, mathematics and writing score. Taken during the Junior Year or, at the very latest, in the beginning of the senior year, all students considering attending a four-year college or university should take this test (or the ACT) at least once. Students who plan to attend highly competitive schools should begin taking the SAT early in the junior year to ensure time to achieve the score they need for college admission. Highly academic sophomores may wish to take the test once during the 10

th Grade year for

additional practice. Students should be enrolled in Algebra 2 before taking the SAT. SAT I (or ACT) scores are required for admission to all state universities in Florida and for most of the nation’s other colleges and universities. Admission to highly selective colleges and universities is determined in part by a student’s score on this test. This test (or the ACT) is used to determine NCAA eligibility. This test may be used to determine eligibility for dual enrollment courses in conjunction with IRSC. Students can use the SAT to satisfy the Florida Bright Futures Scholarship requirements. SAT II - (Subject Tests)-The Scholastic Assessment Tests Part 2 These tests measure student achievement in specific academic areas, such as American History, Biology, Spanish, etc. Each test is one-hour long. The tests are offered six times a year. Scores range from 200 to 800. Students may take up to three separate tests at one sitting. Academic students who intend to apply to highly selective colleges and universities should take these tests

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in the Junior or Senior year. The SAT II’s in specific subject areas are required for admission to the most highly selective colleges and universities. Students should check with the admissions offices of these schools for specific test requirements. Many colleges use these tests for placement purposes. ACT The ACT assessment consists of tests in four areas: English, Mathematics, Reading, and Science Reasoning. Scores in each area range from 1-36. A composite score is also given. All students considering attending a four-year college or university should take this test (or the SAT) at least once during the Junior year or, at the very least in the beginning of the Senior year. Students who plan to attend highly competitive schools should begin taking the ACT early in the junior year to ensure time to achieve the score they need for college admission. Highly academic sophomores may wish to take the test once during the 10

th Grade for additional practice. ACT (or SAT) scores

are required for admission to all state universities in Florida and for most of the nation’s other colleges and universities. Admission to highly selective colleges and universities is determined in part by a student’s score on this test. This test (or the SAT) is one of the criteria for earning a Florida Bright Futures Scholarship. This test (or the SAT) is used to determine NCAA eligibility. The ACT is one criteria used to determine eligibility for dual enrollment courses in conjunction with IRSC.

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COURSE DESCRIPTIONS

Courses may be offered on a rotating basis. Not all courses will be offered every year or semester.

CHRISTIAN EDUCATION

Theology Curriculum

All Students take two 1 Semester courses of Theology each year for a total of 0.5 Credit. Theology is delivered through blended learning. Students will complete online assignments and participate in a weekly face to face seminar. Student performance may be evaluated by assessments, written assignments, and/or projects, including book studies.

Theology I: 9th Grade: Topics May Include:

• Honesty and Integrity • Faith, Hope, and Love

Theology II: 10th Grade: Topics May Include:

• Healthy Relationships and Interpersonal Communication • Discerning Gifts and Talents

Theology III: 11th Grade: Topics May Include:

• Christian Philosophy • Christian Ethics

Theology IV: 12th Grade: Topics May Include:

• Christian History and Worldviews • World Religions and Worldviews

Christian Education Course Code Course Title Grade

Level Credit

Theology I 9 .5 Theology II 10 .5 Theology III 11 .5 Theology IV 12 .5

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LANGUAGE ARTS

Language is an essential part of social development. If students are to be educated and productive citizens in society, they must develop fundamental and advanced language skills that will enable them to communicate their ideas effectively. Four years of English are required for graduation. Students will be placed in the appropriate English course on the basis of scores on standardized tests, past performance in classes, and teacher recommendations. There are a variety of elective classes available to students who are interested in additional language development. Course Title: English I Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English. Course Title: English Honors I Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English. Course Title: English II Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to further develop fundamental reading and writing skills and strategies to ensure successful literacy experiences. Will meet graduation requirements for English. Course Title: English Honors II Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Course Title: English III Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English. Course Title: English Honors III Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English. Course Title: English IV Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English. Course Title: English Honors IV Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Will meet graduation requirements for English.

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English Language Arts Education Course Code Course Title Grade

Level Credit

1001310 English I 9 1 1001320 English I Honors 9 1 1001340 English II 10 1 1001350 English II Honors 10 1 1001370 English III 11 1 1001380 English III Honors 11 1 1001400 English IV 12 1 1001410 English IV Honors 12 1

English Language Arts Electives Course Code Course Title Grade level Credit

1007300 Debate/Speech I 9-12 1 1007310 Debate/Speech II 10-12 1 1006300 Newspaper/Journalism I 9-10 1 1006310 Newspaper/Journalism II 10-12 1 1006320 Yearbook/Journalism III 9-10 1 1006330 Yearbook/Journalism IV 10-12 1 1009310 Creative Writing I 9-12 .5

MATHEMATICS Mathematics courses provide students with the basic concepts and relationships fundamental to living in a highly technical society. Understanding the nature of mathematics encourages critical thinking, precise expression and analytical approaches to problem solving. Three years of mathematics are required for graduation; however, students are encouraged to take a fourth year of mathematics in twelfth grade. Placement in a particular mathematics course is determined on the basis of scores on standardized tests, past performance in courses and teacher recommendations. Students are encouraged to grow in mathematical awareness and competency consistent with their individual potential. Some classes require a scientific or graphic calculator.

Course Title: Algebra I Credit: 1.0 Major Concepts/Content- The purpose of this course is to develop the algebraic concepts and processes that can be used to solve a variety of real-world and mathematical problems. Course Title: Algebra I Honors Credit: 1.0 Major Concepts/Content- The purpose of this course is to develop the algebraic concepts and processes that can be used to solve a variety of real-world and mathematical problems.

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Course Title: Algebra II Credit: 1.0 Major Concepts/Content- The purpose of this course is to continue the study of algebra and to provide the foundation for applying algebraic skills to other mathematical and scientific fields. Course Title: Algebra II Honors Credit: 1.0 Major Concepts/Content- The purpose of this course is to continue the study of algebra and to provide the foundation for applying algebraic skills to other mathematical and scientific fields. Course Title: Geometry Credit: 1.0 Major Concepts/Content- The purpose of this course is to develop the geometric relationships and deductive strategies that can be used to solve a variety of real world and mathematical problems. Course Title: Geometry Honors Credit: 1.0 Major Concepts/Content- The purpose of this course is to develop the geometric relationships and deductive strategies that can be used to solve a variety of real world and mathematical problems. Course Title: Pre-Calculus Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to develop concepts and skills in advanced algebra, analytic geometry, and trigonometry. Course Title: Calculus Credit: 1.0 Major Concepts/Content- The purpose of this course is to explore mathematical concepts relating to problem solving, reasoning and estimation; functions; limits and continuity; derivatives; applications of the derivative; integrals and application of the integral.

Mathematics Education Course Code Course Title Grade

Level Credit

1200310 Algebra I 9-10 1.0 1200320 Algebra I Honors 9-10 1.0 1206310 Geometry 9-10 1.0 1206329 Geometry Honors 9-10 1.0 1200330 Algebra II 9-11 1.0 1200340 Algebra II Honors 9-11 1.0 1202340 Pre-Calculus 10-12 1.0 1202300 Calculus 11-12 1.0

Mathematics Education Electives

Course Code Course Title Grade Level

Credit

1200700 Math for College Readiness 10-12 1.0

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SCIENCE

Students are required to complete 3 years of science for graduation. After completion of requirements, students are encouraged to take physics and at least one A.P. class to better prepare them for college. Through the electives, the department offers a broader study of the human body in Anatomy and Physiology, the relationship of living things to each other in Environmental Science and the study of plants/animals in the ocean in Marine Science. All science courses are designed to promote a sense of inquiry through laboratory experiences and to develop critical thinking skills. Course Title: Biology I Credit: 1.0 Major Concepts/Content. The purpose of this course is to provide exploratory experiences and laboratory and real-life applications in the biological sciences. Course Title: Biology I Honors Credit: 1.0 Major Concepts/Content. The purpose of this course is to provide exploratory experiences and laboratory and real-life applications in the biological sciences. Course Title: Chemistry I Credit: 1.0 Major Concepts/Content The purpose of this course is to study the composition, properties, and changes associated with matter and their applications. Course Title: Chemistry I Honors Credit: 1.0 Major Concepts/Content The purpose of this course is to study the composition, properties, and changes associated with matter, and their applications. Course Title: Physics I Honors Credit: 1.0 Major Concepts/Content The purpose of this course is to provide opportunities to study the concepts, theories, and laws governing the interaction of matter, energy, and forces, and their applications through exploratory investigations and activities. Course Title: Anatomy and Physiology I Credit: 1.0 Major Concepts/Content The purpose of this course is to study the major systems and structures of the body, and how they function. Course Title: Anatomy and Physiology I Honors Credit: 1.0 Major Concepts/Content The purpose of this course is to study the major systems and structures of the body, and how they function. Course Title: Marine Science I Credit: 1.0 Major Concepts/Content The purpose of this course is to study the physical, chemical and geological aspects of oceanography, marine biology, the coastal environment and the interrelationships among the disciplines. Course Title: Marine Science I Honors Credit: 1.0 Major Concepts/Content The purpose of this course is to study the physical, chemical and geological aspects of oceanography, marine biology, the coastal environment and the interrelationships among the disciplines.

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Course Title: Marine Science II Credit: 1.0 Major Concepts/Content The purpose of this course is to continue an in-depth study of the marine environment. Course Title: Marine Science II Honors Credit: 1.0 Major Concepts/Content The purpose of this course is to continue an in-depth study of the marine environment.

Science Education Course Code Course Title Grade

Level Credit

2000310 Biology I 9-12 1.0 2000320 Biology I Honors 9-12 1.0 2003340 Chemistry 10-12 1.0 2003350 Chemistry Honors 10-12 1.0 2003380 Physics 10-12 1.0 2003390 Physics Honors 10-12 1.0

Science Education Electives Course Code Course Title Grade

Level Credit

2000350 Anatomy and Physiology 10-12 1.0 2000360 Anatomy and Physiology Honors 10-12 1.0 2001340 Environmental Science 11-12 1.0 2002500 Marine Science I 9, 10-12 1.0 2002510 Marine Science I Honors 9, 10-12 1.0 2002520 Marine Science II 10-12 1.0 2002530 Marine Science II Honors 10-12 1.0

Dual Enrollment Science: These courses are offered on a rotating basis on the St. Andrew’s Campus. Prerequisites may be required. OCE 2001 Introduction to Oceanography Major Concepts/Content- The purpose of this course is to introduce the fundamentals, principles and procedures of physical, geological, chemical and biological oceanography. This multi-disciplinary approach to understanding oceanographic processes and ecosystems discusses the origins of oceanography, physical and chemical features of seawater and ocean sediments. It explores ocean basins, plate tectonics and oceanic climate; discovers the waves, tides and ocean currents and life in the oceanic ecosystem, and introduces the oceanic lifestyles of plankton, benthos and nekton. OCB 1000 Introduction to Marine Biology Major Concepts/Content- The purpose of this course is to explore the natural history of marine organisms, their taxonomic relationships and their interactions with each other. The evolutionary processes of various marine organisms and the scheme of biological classification are introduced. The fundamentals of marine biological science are provided with special emphasis

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placed upon observable major marine phyla in the local area and the interrelationships between individual organisms within these phyla and how they relate to worldwide marine environments. OCB 2010 Marine Biology Major Concepts/Content- The purpose of this course is an investigation of physical, chemical, geologic and biological components of marine ecosystems and related marine research. Students obtain a general knowledge of the oceans, learn how scientists conduct marine research and explore environmental issues from a global and local perspectives. OCB 1630 Marine Ecology Major Concepts/Content- The purpose of this course is to understand the fundamentals of marine ecology as a foundation for understanding marine ecosystems and explores population and community ecology within major marine ecosystems. The course is based on the geological history of the Atlantic shoreline, how marine communities developed and changed and how marine invaders dominated and competed with local flora and fauna to form current ecosystems. Prerequisite Biology (*Special fee) OCB 2930 Special Topics in Marine Science Major Concepts/Content- This course centers around topics of current interest in marine science, or of special interest to students or instructors. The focus may vary from semester to semester and may include areas such as aquaculture, ocean engineering, and marine biotechnology.

Dual Enrollment Science Education


Credit

OCB 1000 Introduction to Marine Biology 9-12 0.5 OCB 2930 Special Topics in Marine Science 9-12 0.5 OCB 2010 Marine Biology 9-12 0.5 OCB 1630 Marine Ecology 9-12 0.5 OCB3017 Marine Environmental Science 9-12 0.5 OCE 2001 Introduction to Oceanography 9-12 0.5

*High School credit value based on the state Dual Enrollment Course-High School Subject Area Equivalency List

SOCIAL STUDIES Social Studies courses help prepare students to be knowledgeable, responsible, and active citizens of the community, nation and the world. Students are required to successfully complete three credits in Social Studies for graduation. Ninth grade students are required to take World History. American History is taken in the eleventh grade. American Government and Economics are two semester courses which are required for twelfth grade students. All three courses fulfill the requirements for the Florida Academic Scholars Certificate and for admission to the Florida state university system. Elective courses are available for those students who wish to specialize in a particular field or area of study.

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Course Title: World Cultural Geography Credit: 1.0 Major Concepts/Content- Students develop multicultural understanding and use geographical concepts and skills to acquire information and systematically apply decision making processes to real-life situations. They will acquire an understanding of interrelation-ships between people and their environment. Course Title: World History Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to understand their connections to the development of civilizations by examining the past to prepare for their future as participating members of a global community. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. Course Title: World History Honors Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to understand their connections to the development of civilizations by examining the past to prepare for their future as participating members of a global community. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. Course Title: American History Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to understand the development of the United States within the context of history with a major focus on the post-Reconstruction period. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. Course Title: American History Honors Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to understand the development of the United States within the context of history with a major focus on the post-Reconstruction period. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. Course Title: Economics/Fundamental Economics with Financial Literacy Credit: 0.5 Major Concepts/Content- The purpose of this course is to provide students with the knowledge and decision-making tools necessary for understanding how society organizes its limited resources to satisfy its wants. Students will gain understanding of choices they must make as producers, consumers, investors, and taxpayers. With an emphasis on Economics and Geography, the primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle. Course Title: Economics Honors/Fundamental Economics with Financial Literacy Honors Credit: 0.5 Major Concepts/Content- The purpose of this course is to provide students with the knowledge and decision-making tools necessary for understanding how society organizes its limited

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resources to satisfy its wants. Students will gain understanding of choices they must make as producers, consumers, investors, and taxpayers. With an emphasis on Economics and Geography, the primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle. With an emphasis on Economics and Geography, the primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle. Course Title: U.S. Government Credit: 0.5 Major Concepts/Content- The purpose of this course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society. Course Title: U.S. Government Honors Credit: 0.5 Major Concepts/Content- The purpose of this course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society.

Social Studies Education Course Code Course Title Grade

Level Credit

2103300 World Culture Geography 9-12 1.0 2109310 World History 9-10 1.0 2109320 World History Honors 9-10 1.0 2100310 U.S. History 10-11 1.0 2100320 U.S. History Honors 10-11 1.0 2106310 U.S. Government 12 .5 2106320 U.S. Government Honors 12 .5 2102310 2102335

Economics Fundamental Economics with Financial Literacy

12 .5

2102320 2102345

Economics Honors Fundamental Economics with Financial Literacy Honors

12 .5

Social Studies Education Electives

Course Code Course Title Grade Level Credit 2106468 Constitutional Law 1 11-12 1.0 2106470 Constitutional Law 2 11-12 1.0 2106480 Constitutional Law 2 Honors 11-12 1.0

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Dual Enrollment: These courses are offered on a rotating basis on the St. Andrew’s Campus. Prerequisites may be required. PSY 2012 Introduction to Psychology Major Concepts/Content- This course is a basic introduction to the psychological study of human behavior and thought. The primary focus of the course is to understand human behavior from a variety of psychological perspectives. Topics covered include research methodology, biopsychology, sensation, perception, consciousness, learning, memory, cognition, intelligence, personality, abnormal behavior, and application of psychotherapies. Prerequisite- Student must score into college-level English and reading on placement test. DEP 2004 Human Development This course develops knowledge of the biological, psychological, and social development stages of the human being from conception to death, including their relationship to education. Prerequisites- Student must score into college-level English and reading on placement test.

Dual Enrollment Human Services Education Course Code Course Title Grade

Level PSY 2012 Introduction to Psychology 9-12 DEP 2004 Human Development 9-12

Leadership Series, Peer Counseling, and Community Service

Course Title: Leadership Skills Development Credit: 1.0 Major Concepts/Content- The purpose of this course is to teach leadership skills, parliamentary procedure, problem solving, decision making, communication skills, group dynamics, time and stress management, public speaking, human relations, public relations, team building, and other group processes. The content should include, but not be limited to, the following:

• study in self-understanding • development in such areas as goal setting, self-actualization, and assertiveness • study of organizational theories and management

Course Title: Leadership Techniques Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide an in-depth study of the leadership techniques of decision making, problem solving, meeting skills, communication, group conflict reduction, time and stress management, evaluation, team building, group

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dynamics, motivational strategy, and the role of leadership in a democratic society. The content should include, but not be limited to, the following:

• Development in areas such as self-esteem, goal setting, and character building • Enhanced leadership skills and the ability to function in both a group setting and the

community Course Title: Leadership Strategies Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide formative opportunities to build on skills acquired in the Leadership Techniques course, including meetings skills, communication skills, motivational strategies, character development, group dynamics, community relations, community service and personal and civic responsibility. The content should include, but not be limited to, the following:

• effective project planning, execution and management • techniques for the successful advocacy of proposed public policy changes • mastery of organizational theories and management techniques and strategies

Course Title: Approaches to Leadership Credit: 1.0 Major Concepts/Content- The purpose of this course is to facilitate summative application of leadership skills formed in Leadership Strategies, emphasizing organizational management, goal-setting, communication with varied audiences, peer mediation, citizenship, conflict resolution, healthy decision-making, assertiveness, and meeting skills, stress management and strategies for self-reflection. The content should include, but not be limited to, the following:

• study in self-reflection • continued development in such areas as goal setting, self-actualization, and assertiveness • practice of organizational theories and management

Leadership Education


Credit

2103300 Leadership Skills and Development 9 1.0 2400310 Leadership Techniques 10 1.0 2400320 Leadership Strategies 11 1.0 2400330 Approaches to Leadership 12 1.0

Course Title: Peer Counseling I Credit: 1.0 The purpose of this course is to enable students to develop basic knowledge and skills in communication, meeting human needs, and conflict resolution.

The content should include the following:

• Demonstrate knowledge of the functions and responsibilities of peer facilitators (e.g., listening, confidentiality, team building, conflict resolution, intervention).

• Demonstrate awareness of varied behavioral responses to situational, environmental, and chemical elements; and the impact of subsequent decision-making on self and others.

• Demonstrate knowledge of basic human needs (e.g., food, clothing, shelter, recognition, development, security, identity) and the ways in which they can be met while developing group cohesion.

• Demonstrate use of basic facilitative communication skills (e.g., listening, questioning, feedback, paraphrasing, nonverbal communication, nonjudgmental response).

• Identify own feelings and needs and communicate them in a positive way.

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• Demonstrate awareness of leadership styles (e.g., authoritarian, democratic, permissive). • Demonstrate awareness of methods for dealing with conflict (e.g., communication,

assertion, avoidance, aggression) and steps to resolution (i.e., set rules, gather perspectives, identify needs and goals, create and evaluate options, and generate agreement)

• Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Course Title: Peer Counseling II Credit: 1.0 The purpose of this course is to enable students to develop intermediate-level knowledge and skills in communication, personal and group dynamics, and conflict resolution.


• Demonstrate understanding of the functions and responsibilities of peer facilitators (listening, team building, confidentiality, conflict resolution, and intervention).

• Demonstrate knowledge of varied behavioral responses to situational, environmental, and chemical elements; and the impact of subsequent decision-making on self and others.

• Demonstrate understanding of the impact of self-knowledge and interpersonal skills on relationships with peers and family.

• Demonstrate knowledge of the positive and negative impacts of peer pressure on oneself and on relationships with peers and family.

• Demonstrate use of intermediate-level facilitative communication skills (listening, questioning, feedback, paraphrasing, nonverbal communication, nonjudgmental response).

• Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Course Title: Peer Counseling III Credit: 1.0 The purpose of this course is to enable students to develop proficient knowledge and skills in communication, personal and group dynamics, and conflict resolution. Emphasis will be on the issues and concerns of students within the school.


• Select and use appropriate, effective leadership and interpersonal skills and techniques in group settings.

• Demonstrate knowledge of varied behavioral responses to situational, environmental, and chemical elements; and the impact of subsequent decision-making on self and others.

• Demonstrate use of proficient facilitative communication skills (listening, feedback, nonverbal communication, nonjudgmental response, repairing communication breakdown).

• Demonstrate understanding of methods for dealing with conflict (communication, assertion, avoidance, aggression) and use strategies specific to varied types of conflict to facilitate resolution.

• Demonstrate knowledge of varied school and community resources (school counseling center, School Resource Officer, community mental health services, public health services, AIDS clinic, rape crisis center, drug and alcohol intervention/prevention programs, hotlines, Internet).

• Assess needs and issues among individuals and groups of students within the school. • Work cooperatively to plan, implement, and evaluate effective student programs designed

to address needs and issues identified through assessment.

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Course Title: Peer Counseling IV Credit: 1.0 The purpose of this course is to enable students to develop advanced knowledge and skills in communication, personal and group dynamics, and conflict resolution. Emphasis will be on program development and intervention for students in the school and community.


• Select and use appropriate, effective leadership and interpersonal skills and techniques in group settings.

• Demonstrate understanding of varied behavioral responses to situational, environmental, and chemical elements; and the impact of subsequent decision-making on self and others.

• Demonstrate use of advanced facilitative communication skills (listening, feedback, nonverbal communication, nonjudgmental response, repairing communication breakdown).

• Demonstrate understanding of methods for dealing with conflict (communication, assertion, avoidance, aggression) and use strategies specific to varied types of conflict to facilitate resolution.

• Demonstrate knowledge of varied school and community resources (school counseling center, School Resource Officer, community mental health services, public health services, AIDS clinic, drug and alcohol intervention/prevention programs, rape crisis center, hotlines, Internet).

• Analyze feedback and previous assessments to identify current needs and issues within the school or community.

• Work cooperatively to plan, implement, and evaluate effective student programs designed to address needs and issues identified through assessment.

Peer Counseling Course Code Course Title Grade

Level Credit

1400300 Peer Counseling I 9 1.0 1400310 Peer Counseling II 10 1.0 1400320 Peer Counseling III 11 1.0 1400330 Peer Counseling IV 12 1.0

Course Title: Executive Internship 1 Credit: 1.0 Major Concepts/Content- The purpose of this course is to provide a practical introduction to the work environment through direct contact with professionals in the community. The content should include, but not be limited to, the following:

• discussion of professional job requirements • awareness and knowledge of career opportunities • building vocabulary appropriate to the area of professional interest • development of decision-making skills • development of personal and educational job-related skills

Course Title: Executive Internship 2 Credit: 1.0 Major Concepts/Content- The purpose of this course is to supplement the existing curriculum by providing community internships. Students apply textbook learning, leadership skills, and

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understanding in challenging and creative professional areas. The content should include, but not be limited to, the following:

• study of a variety of career options • written and oral communication skills • higher-level thinking skills • interpersonal relationship skills • factors affecting job performance • in-depth research study • theories of executive management • the influence of unions • economic factors affecting free enterprise • knowledge of professional organizations and their impact • career planning

Course Title: Executive Internship 3 Credit: 1.0 Major Concepts/Content- The purpose of this course is to further refine and apply technical skills and competencies for leadership within specific professional areas. The content should include, but not be limited to, the following:

• more intensive study of a variety of career options • written and oral communication skills • higher level thinking skills • interpersonal relationship skills • factors affecting job performance • in-depth research study • theories of executive management • the influence of unions • economic factors affecting free enterprise • knowledge of professional organizations and their impact • career planning

Course Title: Executive Internship 4 Credit: 1.0 Major Concepts/Content- The purpose of this course is to continue to provide students with an opportunity to apply technical skills and competencies to real-life career processes and settings. The content should include, but not be limited to, the following:

• analysis of career options • career planning processes • characteristics of work settings • theories of executive management • influence on unions • free enterprise concepts • organizational structure

Course Title: Voluntary Public Service Credit: 0.5 Major Concepts/Content- The purpose of this course is to develop an appreciation of the concept of service to the community and to develop skills necessary to evaluate the impact of service to others. The content should include, but not be limited to, the following:

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• identification of school community based needs • organized response to identified needs • the opportunity to examine and explore public service occupations and information

regarding specific employment opportunities available • methods that require students to identify, organize, and use resources appropriately • interpersonal relationships and improved personal growth • the ability to acquire and use information -an understanding of social, organizational, and

technological systems • acquiring skills to work with a variety of tools and equipment. • improve personal qualities and higher-order thinking skills. • development and implementation of a personal plan for involvement in school or

community service.

Internships & Public Service Education Electives Course Code Course Title Grade

Level Credit

0500300 Executive Internship 1 10-12 1.0 0500310 Executive Internship 2 10-12 1.0 0500320 Executive Internship 3 10-12 1.0 0500330 Executive Internship 4 10-12 1.0 0500370 Voluntary Public Service 10-12 0.5

WORLD LANGUAGES It is imperative to master more than one language. Major universities and colleges require foreign language for admission. In order to receive a scholarship to a university in the state of Florida system or receive a Bright Futures scholarship, a student must complete two (2) consecutive years of foreign language as part of his/her curriculum. Today’s workforce demands and rewards multilingualism more than ever before. Foreign language students score higher in reading achievement, vocabulary, cognitive learning and total reading ability. Courses in foreign language are offered as follows:

Course Title: Spanish I Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to begin to acquire proficiency in Spanish through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. Cross cultural understanding is fostered and real-life applications are emphasized throughout the course. Will meet the graduation requirement for foreign language. Course Title: Spanish II Credit: 1.0 Major Concepts/Content- The purpose of this course is to enable students to enhance proficiency in Spanish through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. Cross cultural understanding is fostered and real-life applications are emphasized throughout the course. Will meet the graduation requirement for foreign language.

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Course Title: Spanish III Honors Credit: 1.0 Major Concepts/Content- Spanish 3 provides mastery and expansion of skills acquired by the students in Spanish 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities which are important to the everyday life of the target language-speaking people. Will meet the graduation requirement for foreign language. Course Title: Spanish IV Honors Credit: 1.0 Major Concepts/Content- Spanish 4 expands the skills acquired by the students in Spanish 3. Specific content includes, but is not limited to, more advanced language structures and idiomatic expressions, with emphasis on conversational skills. There is additional growth in vocabulary for practical purposes, including writing. Reading selections are varied and taken from the target language newspapers, magazines, and literary works. Will meet the graduation requirement for foreign language.

World Languages Education Course Code Course Title Grade Level Credit

0708340 Spanish I 9-11 1.0 0708350 Spanish II 9-12 1.0 0708360 Spanish III- Honors 9-12 1.0 0708370 Spanish IV- Honors 9-12 1.0

Fine Arts, Music, Culinary, Health & Physical Education All students are required to take 1 credit of fine arts and 1 credit of Physical Education/Health to meet the state requirements for graduation. Introductory courses are available as well as advanced courses for students who wish to specialize in a specific medium of expression.

MUSIC AND ARTS Course Code Course Title Grade

Level Credit

1300300 Music Theory I 9-12 1.0 1300340 Music of the World 9-12 1.0 1303300 Chorus I 9 1.0 1303310 Chorus II 9-11 1.0 1303320 Chorus III 9-12 1.0 1305400 String Ensemble I 9-11 1.0 1305410 String Ensemble II 9-12 1.0 1305420 String Ensemble III 9-12 1.0 1302500 Jazz Ensemble I 9 1.0 1302510 Jazz Ensemble II 9-11 1.0 1303450 Vocal Ensemble II 9-11 1.0 1303460 Vocal Ensemble III 9-12 1.0

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0101300 2-D Studio Art 1 9-12 1.0 0101310 2-D Studio Art 2 9-12 1.0 0101320 2-D Studio Art 3 Honors 9-12 1.0 0101330 3-D Studio Art 1 9-12 1.0 0101340 3-D Studio Art 1 9-12 1.0 0101350 3-D Studio Art 1 Honors 9-12 1.0 0108310 Creative Photography 1 9-12 1.0 0108320 Creative Photography 1I 9-12 1.0 0108330 Creative Photography 1II Honors 9-12 1.0 0400310 Theatre 1 9-12 1.0 0400320 Theatre 2 9-12 1.0 0400330 Theatre 3 Honors 9-12 1.0 0400340 Theatre 4 Honors 9-12 1.0 0103300 Computer Graphics 10-12 1.0 0100330 Art History I 9-12 1.0 0100340 Art History II 10-12 1.0 0400310 Drama I 9-12 1.0 0400320 Drama II 9-12 1.0

Course Title: HOPE - Physical Education Variation Credit: 1.0 Major Concepts/Content. The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Will meet graduation requirement for Physical Education with the integration of health topics.

PHYSICAL EDUCATION Course Code Course Title Grade Level Credit 1506320 HOPE-Physical Education Core (online) 9-12 1.0 1502480 Outdoor Education **Prerequisite to Sailing & Dive 9-12 0.5 1501340 Weight Training I 9-12 0.5 1501350 Weight Training II 9-12 0.5 1501360 Weight Training III 9-12 0.5 1502410 Individual Sports I-Sailing I/Zumba I 9-12 0.5 1502420 Individual Sports II-Sailing II/Zumba II 9-12 0.5 1502430 Individual Sports III- Dive I/Zumba III 9-12 0.5 1502470 Recreational Activities- Dive II 9-12 0.5

CULINARY ARTS


Credit

8800510 Culinary Arts I 9 1.0 8800520 Culinary Arts II 10 1.0 8800530 Culinary Arts III 11-12 1.0 8800540 Culinary Arts IV 11-12 1.0

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Additional Coursework Available:

BUSINESS & MARKETING

TECHNOLOGY


Credit

Fundamentals of Computer Science 10-12 1.0 Computer Science I 10-12 1.0 Game Programming and Design 10-12 1.0 Mobile Application 10-12 1.0 Robotics Programming and Design 10-12 1.0 STEM-Special Topics 10-12 1.0

NON-DISCRIMINATION POLICY St. Andrew's Episcopal Academy adheres to a policy of non- discrimination in educational programs/activities and employment and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or natural origin. Title VII of the Civil Rights Act of 1964 - as amended – prohibits discrimination in employment on the basis of race, color, religion, sex, or national origin. Title IX of the Educational Amendment of 1972 prohibits discrimination on the basis of sex. Age Discrimination in Employment Act of 1967 (ADEA) – as amended prohibits discrimination on the basis of age with respect to individuals who are at least 40. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the handicapped. Florida Education Equity Act - prohibits discrimination on the basis of race, sex, national origin, marital status, or handicap against a student or employee. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations, and telecommunications. Veterans are provided re-employment rights in accordance with P.L. 93-508 Federal) and Section 295.07, Florida Statues, which also stipulates categorical preferences for employment.

Documents

Real Final Curriculum Guide 2017-2018staacademy.org/wp-content/uploads/2017/08/Curriculum... · 2019. 8. 21. · programs' curricula integrate ideas and content across disciplines